the development of a berlin school forest k-12

THE DEVELOPMENT OF A BERLIN SCHOOL FOREST K-12 ENVIRONMENTAL EDUCATION PROGRAM

by

Patrick William Arndt

A Project Report submitted in partial fulfillment of the requirements for the degree of

MASTER OF SCIENCE

(Natural Resources For Elementary and Secondary Teachers)

College of Natural Resources

UNIVERSITY OF WISCONSIN Stevens Point, Wisconsin

December, 1995

APPROVED BY: DR. DANIEL SIVEK

Dr. Daniel Sivek Associate Professor of Environmental Education

TABLE OF CONTENTS

ACKNOWLEDGEMENTS .......................................................................... 3 LIST OF TABLES ........................................................................................ 4 ABSTRACT .................................................................................................. 5 I. THE PROBLEM AND ITS SETTING .................................................... 6

Statement of the Problem ............................................................. 6 Subproblems ................................................................................... 6 The Significance of the Project.. .................................................. 7 The Limitations .. . .. . . .. . . . .. . . . .. .. . .. .. . .. . . .. . . . .. . .. .. . .. .. . . .. . . . .. . . . .. .. . .. . . . .. .. .. . . 8 The Definition of Terms ................................................................. 8 Assumptions ................................................................................... 9

II. REVIEW OF RELATED LITERATURE. ............................................... 11 Development of EE Curriculum ................................................... 11 Investigation/Evaluation of School Forest EE Programs ........ 12 Initiating Implementation: Teacher lnservice/Training ........... 13

Ill. PROJECT METHODOLOGY ............................................................... 1 4 Subproblem One ............................................................................ 1 4 Subproblem Two ............................................................................ 1 5 Subproblem Three ......................................................................... 1 5 Subproblem Four ........................................................................... 1 6 Timeline ............................................................................................ 1 7

IV. RESULTS .............................................................................................. 18 Subproblem One ............................................................................ 1 8

Committee ............................................................................ 1 8 Facilities ............................................................................... 21 Finances ............................................................................... 2 5 Curriculum ........................................................................... 27

Subproblem Two ............................................................................ 28 Subproblem Three ......................................................................... 29 Subproblem Four ........................................................................... 30

V. ENVIRONMENTAL EDUCATION IMPLICATIONS, CONCLUSIONS, AND RECOMMENDATIONS FOR DEVELOPING A SCHOOL FOREST EE PROGRAM ...................... 34

Subproblem One ............................................................................ 34 Committee ............................................................................ 34 Facilities ............................................................................... 34 Finances ............................................................................... 35 Curriculum ........................................................................... 36

Subproblem Two ........................................................................... 36 Subproblem Three ......................................................................... 36 Subproblem Four ........................................................................... 37

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REFERENCES ............................................................................................ 38 Cited .................................................................................................. 38 Not Cited .......................................................................................... 3 9

APPENDICES ............................................................................................. 41 Appendix A: Berlin School Forest Hunting Guidelines ......... 41 Appendix B: Berlin School Forest Annual Report.. ................. 4 7 Appendix C: Berlin School Forest User Handbook ................ 65

2

ACKNOWLEDGEMENTS

Several friends and experts have contributed greatly to the success of the

Berlin School Forest Environmental Education Program. A special

thanks goes out to: Dr. Dan Sivek, Environmental Education Professor at

the University of Wisconsin - Stevens Point; Paula Hanson, Art Instructor

at Berlin High School for her encouragement and support; and most of

all to my dear friend Bob Welch, Science Instructor at the Waupaca

Learning Center for all his wisdom, creativity, expertise, and guidance.

3

LIST OF TABLES

Table 1: Berlin School Forest Environmental Education Committee

Table 2: Berlin School Forest Map

Table 3: Environmental Education Resource Library

4

ABSTRACT

This research project involved development and initial

implementation of a plan for a Berlin School Forest K-12 Environmental

Education (EE) program. The EE program plan addressed an EE

committee, facilities, finances, curriculum, and teacher training/inservice.

The facilities portion involved such factors as long term building goals,

natural resource management, and educational site development.

Financing options involved the approval of the Berlin Area School District

Administration and School Board as well as fundraising methods. A

volunteer Berlin School Forest EE Committee was established and

assumed responsibility for curriculum format and student evaluation after

investigation of five other Wisconsin school forest programs. Curriculum

development led to the formation of a resource library of environmental

lessons which teachers can reference for school forest activities of their

preference.

District teachers were inserviced in three phases consisting of EE

goals, methods, and issues investigation; introduction to the school forest

facilities; and how to use the school forest facilities (infusion of curriculum

and facilities) for successful EE.

5

THE PROBLEM AND ITS SETTING

Statement of the Problem

The purpose of this project was to develop and initiate

implementation of a plan for a Berlin School Forest K-12 Environmental

Education (EE) program.

Subproblems

The first subproblem was to develop and EE program plan that

addressed an EE committee, facilities, finances, curriculum.

The second subproblem was to investigate other school forest EE

programs and evaluate elements for possible adoption/adaptation for the

Berlin School Forest.

The third subproblem was to develop an EE curriculum for the

Berlin School Forest encompassing EE committee support and

commitment, format development (scope and sequence), identification of

possible activities, and evaluation of the Berlin School Forest program.

The fourth subproblem was to initiate implementation of the EE

plan through teacher inservice/training.

6

The Significance of the Project

The Berlin Area School District completed an EE infusion plan

into the existing K-12 curriculum in 1992. This infusion plan was later

approved by the Department of Public Instruction State Audit in 1992.

Although satisfactory according to State guidelines, the majority of the

infusion plan consisted of indoor classroom activities centered around

environmental topics. Little to no outdoor experiences existed in the

curriculum. This lack of outdoor activities may have been due to the

completely urban setting of all four district school buildings.

The Berlin Area School District currently owns two school forests

which are removed from the four building sites. One is a five acre red

pine plantation while the other is a twenty acre mature oak forest.

Neither forest has been utilized for any form of education for thirty years.

Through development of a school forest EE program, outdoor

experiences can be offered to students by district faculty to help

accomplish the goals of EE in an alternative outdoor setting. With the

increased need for environmentally literate citizens who are willing to

take positive actions, the teaching of action skills in a realistic setting

such as a forest, lake or landfill become very valuable and meaningful to

the learner. Outdoor education provides a hands-on approach to

environmental learning which allows input from all sensory areas and

can lead to a deeper level of understanding.

7

Limitations

The first limitation was that this project would not complete

implementation of the Berlin School Forest Environmental Education

program plan.

The second limitation was that curriculum development would be

for K-12 classes only.

The third limitation was that the two Berlin School Forests would

be the only facilities/properties used in the program plan.

The fourth limitation was that Environmental Objectives would be

the only topics addressed in the program plan.

The Definition of Terms

Development refers to the process of analyzing all available

resources and constructing a complete Berlin School Forest

Environmental Education program.

Implementation is to put into effect according to the developed

Berlin School Forest Environmental Education program plan.

8

Environmental Education is that part of education that deals with

culturally-imposed, ecologically-related issues in the environment ....

further, the acquisition and appreciation of human values as they relate

to the use and misuse of both living and nonliving resources.

(Hungerford, et. al., 1985)

Plan refers to a scheme; highlighting a proposed course of action

to accomplish the Berlin School Forest Environmental Education

Program.

ECAEP (Environmental Crusaders Acting for Earth Preservation)

is a high school student environmental club at Berlin High School

organized in 1990.

Assumptions

The first assumption was that there is a need for a K-12 outdoor

Environmental Education curriculum in the Berlin Area School District.

The second assumption was that all grade levels (K-12) will

participate in this program.

The third assumption was that a district wide committee will be

formed to make final decisions on the Berlin School Forest

Environmental Education program development.

9

The fourth assumption was that students will gain the basic goals

of Environmental Education through complete implementation of the

Berlin School Forest Environmental Education program plan.

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REVIEW OF THE RELATED LITERATURE

Development of EE Curriculum

Through direct experience within natural settings, outdoor

education allows students to learn about environmental concerns. All

subject areas in the present curriculum can be enriched through outdoor

education experiences, and more importantly, subject areas become

related, integrated, and enhanced. According to Alexander (1991 ), an

outline of procedures in the establishment of an outdoor classroom

should include site selection, site design, and a site inventory checklist.

Each lesson developed for the site should contain a list of objectives, an

inventory of related curriculum areas, and enumeration of required

teacher background skills. Furthermore, lessons should include a short

vocabulary section, record of suitable expansions to the lesson with

related activities, and a catalog of ongoing activities.

Many successful outdoor learning programs give teachers

prepackaged sets of activities appropriate to their discipline and grade

level (Corcoran, 1976). This helps to fill a temporary gap to get the

teachers started in an EE program.

Niedermeyer (1992) states that all EE programs should have

learning objectives clearly stated, and these objectives should include

environmentally responsible behaviors. Furthermore, teacher's lesson

plans should be adequate with attractive materials that are appealing to

students and teachers. Tests and other evaluation measures should also

be provided.

1 1

Investigation/Evaluation of School Forest EE Programs

Initial investigation of existing school forest programs resulted in a

clarification of terminology. No literature specifically designated as

"school forest programs" was documented: however, related research on

nature centers was available. According to James Euler (1981 ):

The steps involved in establishing an outdoor education program

for public schools include: (1) gaining support of school teachers

and administrators, parents, and community members; (2) drafting

a definite plan with specific recommendations on site locations,

topics of study, schedules for the school year, and estimated costs;

and securing funding.

A list of existing nature centers for possible evaluation of the above steps

is available through the Wisconsin Department of Natural Resources.

To make an outdoor program effective, Miller (1986) suggests that

the program be divided into the months of the school year, with

suggestion about the observations of the seasonal changes in time,

weather, plants, and animal life. Collecting should be done in very

limited quantities to instill in students respect for all living things left in

their own environment. A general recommendation is that nature

study be used as an experience of discovery and sharing. Program

development should also include the natural "wonders" of the given

property.

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Initiating Implementation: Teacher lnservice/Training

lnservice teacher workshops in environmental education are

common, but time-consuming. Richard Tillis and David LaHart (1974)

emphasize intensive teacher training programs to create interest,

understanding, and sensitivity about the environment. They suggest the

use of a multiplier effect by using teachers to teach fellow faculty

members. Teacher support of EE programs also increases by involving

them in planning, conducting, and evaluating these workshops. The

appointment of a district contact for EE can also provide motivation and

resources for teachers.

According to DuShane (1974), teachers in training for

environmental education indicated further need for materials and

resources, techniques and methods for implementation, support from

school administrators, and cooperation and communication with the

community.

PROJECT METHODOLOGY

Treatment of the Subproblems

The following methods were used to solve each of the

subproblems identified in developing a Berlin School Forest

Environmental Education program plan.

Subproblem One

The first subproblem was to develop an EE program plan that

addressed an EE committee, facilities, finances, curriculum.

An EE committee established for development and support.

Committee members were selected by a volunteer process,

encompassed all grade levels (elementary, middle school, secondary),

and donated time toward school forest/EE curriculum development. The

EE committee was to determine the format for the curriculum, and a

resource library for identification of possible activities which support the

goals of EE (i.e. awareness, knowledge, values, citizen action skills,

citizen aciton experience). Methods for evaluation of learner outcomes

were also discussed and determined by the EE committee.

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Subproblem Two




Successful school forest programs were identified through

literature reviews, recommendations, and personal interviews. The

selected programs were evaluated in four areas: facilities, finances, EE

committee support, and curriculum. Individual program strengths were

documented for possible adoption, and weaknesses were recognized

and noted.

Subproblem Three





The Berlin School Forest Environmental Education Committee

reviewed and evaluated preexisting school forest curriculums for

possible adoption by the Berlin School Forest program. The committee

then wrote the Berlin School Forest Environmental Education curriculum.

The developed school forest curriculum provided a complete scope and

sequence as well as selected activities to meet the desired EE outcomes.

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Subproblem Four

The fourth subproblem was to initiate implementation of the EE

plan through teacher inservice/training.

Teacher training took place in three phases. The first

phase focused on teacher EE. This phase included presentation of EE

goals, methods, and issues investigation. The second phase consisted

of introducing teachers to the school forest facilities (boundaries, trails,

unique areas, etc.). The third and final phase stressed how to use the

school forest facilities (infusion of curriculum and facilities) for successful

EE.

16

TIMELINE

The Berlin School Forest Environmental Education Committee

was established on November 17, 1993. The committee reviewed five

established school forest programs in the areas of EE committee,

facilities, finances, and curriculum during the 1993 - 1994 and 1994 -

1995 school years for adoption into the Berlin School Forest program.

Extensive site development by the ECAEP (Environmental Crusaders

Acting for Earth Preservation) club under the direction of the author took

place from 1993 - 1995. Curriculum development decision were

discussed and documented by the committee during the 1994-95 school

year which resulted in development of an EE resource library. On August

29, 1995 a Berlin School Forest/ Project Learning Tree Workshop was

held for all faculty of the Berlin Area School District from 1 :00 pm to 4:00

pm at the Berlin School Forest. District class scheduling at the Berlin

School Forest began during the 1995-96 school year.

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RESULTS

SUBPROBLEM ONE

The first subproblem was to develop an EE program plan that addressed

an EE (1) committee, (2) facilities, (3) finances, (4) curriculum.

1) Committee

A Berlin School Forest EE Committee (see Table 1) was

established in 1993 by a volunteer process, and encompassed all grade

levels (elementary, middle school, and secondary). An initial meeting of

the committee was held on November 17, 1993 in which the following

agenda was discussed:

Introductions

The "Big Picture": Mission of the Committee

Development of Action Plan

1. Site Development

2. School Forest Administrative Coordination

3. Curriculum Development

4. Teacher Training/lnservice

5. Financing of steps 1 through 4

Next Meeting: Evaluation of other School Forest Programs

It was decided by the committee that the following people/groups would

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CHAIR

Table 1

Berlin School Forest/Environmental Education Committee

Patrick Arndt - Berlin School Forest Director -Science Teacher, Berlin High School

MEMBERS Tim Eastlick - 4th Grade Teacher, Washington School Sylvia Goldin - 7th Grade Science Teacher, Clay Lamberton Middle

School Wendy Jacobson - 2nd Grade Teacher, Clay Lamberton Elementary

School Chad Janowski - ECAEP Environmental Club President Katie Kalupa - ECAEP Environmental Club President Lynn Mork -5th Grade Teacher, Clay Lamberton Middle School Patty Piotter - 3rd Grade Teacher, Washington School Bill Anderson -District Administrator Donna Schroeder - Kindergarten Teacher, Clay Lamberton Elementary

School Robert Sillanpaa - Elementary Supervisor/Curriculum Director Michelle Walker - Physical Education Teacher - Berlin High School Paula Wouts-Hanson - Art Teacher, Berlin High School

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assume responsibility for the following items:

1. Site Development - Pat Arndt and ECAEP club

2. School Forest Administrative Coordination - Pat Arndt

3. Curriculum Development - EE Committee

4. Teacher Training/lnservice - Pat Arndt and ECAEP club

5. Financing of steps 1 through 4: Administration

During the winter of 1993, the Berlin Education Association (BEA) went

into teacher contract dispute over the next two year contract. The BEA

union developed a policy of "No extra responsibilities without pay" which

encompassed many things as well as the volunteer School Forest EE

Committee. The author, as committee chair, was asked by the union

President not to hold any more committee meetings until this matter was

settled and staff were paid for their work in some way. Due to this fact,

each committee member was contacted and asked if they could be sent

periodic mailings to review and send back with their opinions. All

members agreed and through these mailings five school forest programs

were reviewed and evaluated for possible adoption to the Berlin School

Forest. BEA union policy ended in April of 1995 and the Berlin School

Forest EE Committee was recognized by the School Board as a working

committee which fulfills the contract requirement of one assigned

committee per teacher. The committee met again on May 17, 1995 with

the following agenda:

Review of previous work: 1993-1995

Five School Forest Program Reviews

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Curriculum Development

Scope and Sequence

Evaluation of Learner Outcomes

The conclusions and recommendations from this committe meeting will

be discussed in the following paragraphs.

2) Facilities

The ECAEP Environmental Science Club under the direction of

the school forest manager assumed responsibility for the physical

development of the Berlin School Forest. The school forest site consisted

of a twenty acre parcel of land located on a pre-Cambrian rock

outcropping known as Pine Bluff just north of the White River Marsh in

Green Lake County. The lower elevations of the bluff consist of mature

secondary oak/hickory forest with a unique prairie oak savanna at the

plateau of the bluff. After assessment of the property and some research

on the history of the pre-settlement habitat, it was decided that the

property would be managed to keep or restore the historical composition

of the land.

The prairie savanna on the top of the bluff was slowly succeeding

into oak forest limited only by the shallow soils and availability of crevices

in the rock outcropping, which was naturally slowing the encroachment of

oaks. Many of the native species of prairie plants were slowly decreasing

in number due to the increased amount of shade being provided by the

oaks. The prairie species were also in great need of the nutrient

recycling effects of fire. The decision was made to remove numerous

21

oaks from the prairie savanna follow by a prescribed fire to help the

native grass and forb species have a natural regeneration. Furthermore,

some reseeding of native grass species would be done by hand in areas

with the greatest need.

Before the prescribed burn could take place, a fire lane needed to

be cut through the forest along the main trail to the top of the bluff so that

fire management efforts could be possible in case of an emergency. The

fire lane was cut during the winter of 1994 -1995 by Rick Franke, a local

parent who was allowed to keep the wood for heating his nearby home

as a thank you for his volunteer efforts. During May 1995, the ECAEP

Club along with the Green Lake County Fire Management Control

Unit/DNR burned about 1.5 acres of the prairie savanna during the last

week of the month. A burn this late in the season was suggested by Bob

Welch of Waupaca (prairie savanna restoration mentor) in order to set

back the mass number of cool season grasses which were greatly

outcompeting the desired warm season grasses such as big bluestem,

little bluestem, and Indian grass. ECAEP students were also instructed

on how to determine if conditions are favorable for burning and burning

strategies to insure safety by the DNR Fire Management Staff. Following

the burn, the barren areas of ground throughout the prairie area were

reseeded with a mixture of big bluestem, little bluestem, Indian grass,

sideoats grama, black- eyed Susan, purple prairie clover, and yellow

coneflower. This seed mixture was obtained through a successful grant

request from the Fish and Wildlife Service. The grant provided enough

seed to reseed 2 acres of land, about a $250 value.

In the eastern edge of the prairie savanna along the edge of the

22

woods, a patch of about 450 native Lupine plants were discovered during

the spring of 1994 along with the federally endangered Karner blue

butterfly. The lupine were slowly decreasing in number due once again

to the increased amount of shade by the encroaching oak trees. The

Karner blue butterflies numbers were also decreasing due to their unique

dependence on the lupine as the only food source for their larvae.

Without disturbing the plants or butterflies, trees were carefully removed

during the spring of 1995 to allow more sunlight to reach the lupine. In

addition, the ECAEP club propagated 300 lupine plants from seed stock

in the classroom and transplanted the young lupine into two different

patches near the native patch to help increase the number of lupine

plants for the benefit of the Karner blue butterflies in the spring of 1995.

This restocking of lupine will continue on a yearly basis.

In order to control access and parking to the Berlin School Forest,

a lockable gate was built during the fall of 1994. The gate was

constructed by the School Forest Manager and Tyler Schroeder, a Berlin

High School ECAEP alumni. The gate was built from donated 2 inch

pipe from Lawents Metal and welding equipment/supplies from Thoma

Refrigeration both of Berlin. The finished gate was placed at the entrance

to the Berlin School Forest parking lot in November of 1994 and painted

by Scott Carlson, area Boy Scout and student.

Temporary restroom facilities were built in the summer of 1993 by

members of the ECAEP club. The facilities consisted of an outhouse with

a plastic holding vessel which could be pumped to remove excess raw

sewage. The outhouse placement was chosen for ease of access for the

sewage removal vehicle.

23

Five multiple use hiking trails were brushed out during the fall of

1994 by members of the ECAEP club. Chainsaws for removing the larger

brush were donated by parents of club members. The area Boy Scouts

under the direction of Eagle scout candidate Simon Koch rebrushed the

trails in the fall of 1995 and began laying wood chips down on the trails

for a more permanent future using a chipper/shredder donated by Kitz

and Pfeil of Berlin. Simon Koch completed his Eagle Scout project by

making routered signs marking each trail and a large master sign

indicating all trails within the Berlin School Forest at the entrance.

A succession cage and a soil profile pit were constructed during

the fall of 1995 by Scott Carlson as his Eagle Scout Project. Lumber for

the construction of a shelter over the soil profile pit as well as the chain

link fence for the succession cage were purchased by the ECAEP club

through fundraising. The soil profile pit was placed at the furthest point

from the rock outcropping to insure some depth to the soil. The

succession cage was placed in a natural opening within the forest in

which the degree of light penetrating to the ground was rather

substantial; thus, a suitable place for understory plant growth.

From 1993 - 1995, specimens of plants were collected, dried, and

identified in the Berlin School Forest as a means of documenting the

native plant species and to create a herbarium library. This collection

was initiated by the School Forest Manager and many students over the

three year period assisted with the effort.

Due to the uncontrolled hunting of deer, turkey, and small game in

the Berlin School Forest, a decision was made to manage the number of

hunters for reasons of safety and control. In the fall of 1994, guidelines

24

for hunters and an application process were drawn and approved by the

School Board. The plan limited the number of hunters to five per

season/species and mandatory consent to all guidelines. (See Appendix

A). Many of the selected hunters continued to ignore the guidelines

during the 1994 hunting season, and management still remained a

problem. After a long discussion initiated by the School Forest Manager

at the November 1995 School Board meeting, the Board decided to ban

all hunting in the Berlin School Forest.

All school forest development work and physical layout is

illustrated on Table 2.

3) Finances

In the area of financing, the Berlin School Forest site development ideas

were given 100% support from the District Administration and School

Board in 1993. Plans were developed for a small classroom center and

restroom facility to be built. During 1994 however, Berlin passed a

referendum to build a new high school. The School Forest Manger was

then informed by the District Administrator that the School Forest funding

no longer existed and that the new high school was the top priority. In

response to this, the ECAEP environmental club began fundraising for

the school forest site development and raised around $3000 for the

project. A verbal agreement with the Wisconsin Conservation Corp.

concerning the building of the classroom center was also discussed

when sufficient funds are raised for materials. A temporary

restroom/outhouse was built in 1994 by the ECAEP club. In 1995, the

District agreed to a $1000 dollar budget for environmental

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Table 2

Succession Cage

Red Oak

D Soil Profile Pit

26

Rock Cliff

Cl) C ii: s :c ~

Restroom

TI Parking

l.Dckabfe Git•

literature/activity guides for the 1995-1996 school year to develop a

environmental resource library to which teachers could turn when

developing curriculum for their Berlin School Forest visits. The 1995-

1996 budget also included transportation costs for each class to visit the

school forest once during the year. Through continued efforts of the

ECAEP club to raise funds, school board financial support, and through

the area sponsors, the goal of building the school forest classroom center

(approximate cost is $10,000) will remain a top priority.

4) Curriculum

The EE committee, after careful review of the five other school

forest programs, agreed that none of the programs had set curriculums

specially written for the school forest program. The five evaluated school

forests programs all had groups of activities that were specifically

selected for a certain grade level, and these activities often had little to no

connection with the district educational curriculums for that grade level.

The committee concluded that the proper plan of action would be to

develop a district K-12 Environmental Educational Curriculum followed

by a School Forest Curriculum which would recommend a group of

activities that would provide hands-on learning experience in the

outdoors to support the desired outcomes of the EE Curriculum. The

committee felt that writing the School Forest Curriculum before the District

EE Curriculum was putting the cart before the horse. The committee

voted to adopt this plan of action and began work on the District EE

Curriculum during the 1995-1996 school year. Until this district EE

curriculum is completed, the Berlin School Forest program will follow a

27

similar format to the five school forests programs reviewed, in which

environmental education activities for each grade level will be chosen by

the individual teachers that are using the Berlin School Forest on the

topics of their choice.

Subproblem Two




Due to the lack of available literature about school forest EE

programs, successful school forest programs from within the State of

Wisconsin were chosen based on recommendations and personal

interviews. Five programs listed below were evaluated in the areas of

facilities, finances, EE committee support, and curriculum.

Marshfield School Forest Wausau School Forest

D.C. Everest School Forest Boston School Forest

Milwaukee Public Schools

The Berlin School Forest EE Committee reviewed available literature

about each program and identified portions of each which could be

adopted for the Berlin School Forest. The adopted materials were as

follows:

Marshfield: Instructional Framework (Mission, Objectives, Goals, etc)

Program Structure (School Forest Scheduling, Daily

Schedule)

28

Wausau:

Boston:

Everest:

Emergency Medical Procedures

School Forest Teacher/Student/User Handbook

Site Development Ideas

School Forest Teaching Assistants

Teaching Assistant Handbook



Activity Lesson Plans (5-6)


Milwaukee: Activity Lesson Plans (K-5)

After compiling the materials above, a Berlin School Forest Handbook

(See Appendix B) and School Forest User Handbook (See Appendix C)

were developed and adopted into the Berlin School Forest Program.

Subproblem Three





After evaluation of the five other school forest curriculums and a lengthy

29

discussion, it was decided that a rigid scope and sequence for the school

forest was not what the committee wanted. The result of the discussion

was the formation of a School Forest EE Resource Library which would

contain EE background materials, EE activity books such as Project

Learning Tree, and EE issue resource materials on the given topics. The

District librarians and school administration later agreed to budget $1000

for the 1995-96 school year for this EE library. Each teacher could then

choose the activities which they preferred to teach at the school forest.

The School Forest Manager would review each resource and work with

the teacher in selecting the appropriate activities and setting up the daily

schedule while at the Berlin School Forest. Further discussion led to the

idea a more defined scope and sequence for the school forest could be

adopted after the development of a K-12 Environmental Education Scope

and Sequence for the District was completed. A list of purchased

resource materials as of December 1995 is listed on Table 3.

Subproblem Four

The fourth subproblem was to initiate implementation of the EE plan

through teacher inservice/training.

The training/inservicing of district teachers about the Berlin School Forest

program was accomplished in three phases. The first phase presented

and reviewed the goals of environmental education as well as methods

for successful EE and environmental issues analysis. The second

focused on an introduction to the Berlin School Forest through visiting

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Table 3

Environmental Education Resource Library Titles

Project Learning Tree: Elementary and Secondary

Project Wild

Aquatic Wild

Environment on File

Hands on Nature

Keepers of the Animals

Keepers of the Night

The Birder's Handbook

The Foxfire Book 1-3

Audubon Field Guides

Birds

Amphibians and Reptiles

Mushrooms

Peterson Field Guides

Animal Tracking

Mexican Birds

A Guide to Curriculum Planning in Environmental Education

A Sand County Almanac

Green Lake County Soil Survey

Green Lake County Platt Book

Earth Prayers

31

the site, guided hikes along the interpretive trails, and historical

information on the school forest. The third phase addressed the

administrative tasks required to schedule a class, choose a date, and

develop a daily schedule of activities which would be taught during the

visit.

On August 25, 1995, a district wide inservice was held for all

teachers to introduce them to the Berlin School Forest/Outdoor

Environmental Education program. The inservice began at Berlin High

School where the goals of Environmental Education were reviewed as

well as methods for successful EE and environmental issue analysis.

The Berlin district had previously been inserviced on these concepts in

1992 before the State audit and the Environmental Education infusion

mandate. The inservice also highlighted the importance of getting

students out of the classroom and into the environment. This concept

was heavily stressed due to the fact that most environmental education

activities or concepts taught in the Berlin school district were classroom

centered with little to no outdoor experiences. Teachers were made

aware of the positive impacts that hands-on learning experiences in the

outdoors can have on student comprehension and understanding

environmental material. Teachers were then transported to the Berlin

School Forest for an afternoon visit. They were lectured on the history of

the land and the successional changes that were taking place.

Teachers were introduced to the oak savanna/prairie habitat as well as

management approaches for the prairie species; especially the lupine

and Karner blue butterflies. Student members of the ECAEP

Environmental Club divided the teachers into groups of twenty and

32

provided guided hikes on all interpretive trails in the Berlin School

Forest. At the conclusion of the hikes, each teacher was given a Berlin

School Forest User Handbook which addressed the administrative

processes of bringing their class to the school forest. (See Appendix C ).

Concerning effectiveness of the inservice, feedback was very positive on

evaluations conducted by school administration following the inservice

day.

33

Recommendations and Conclusions

Subproblem One: To develop and EE program plan that addressed an

EE committee, facilities, finances, curriculum.

Committee: When coordinating an educational committee for the

purpose of developing an educational product for the district, it is

extremely important that committee members are financially or

administratively compensated for their time and efforts. With the ever

increasing number of teacher responsibilities, paid responsibilities are

often given priority due to the financial reward for participation. Funding

should be secured before the committee meets for the first time or the

administration should agreed that the committee will serve as an

accepted duty that will fulfill many teacher contracts. Motivating

committee members who are volunteers can be difficult when time and

energy start to diminish as the school year goes by.

Facilties: Before initiating any site development in a school forest,

numerous developed school forest programs should be visited and

reviewed for strengths and weakness. The natural integrity of a school

forest property can easily be destroyed through overdevelopment. A

committee needs to decide the extent and type of development that will

adequately meet the needs of the district EE curriculum, leaving as much

of the natural ecosystem intact for the benefit of all organisms. All

development projects should involve student participation as much as

possible. These projects can serve as learning experiences that teach

students action skills, which is one to the upper goals of environmental

34

education. Utilization of community volunteers for donations of supplies

and labor allows the community to take ownership in the school forest as

well as the school/students.

Finances: The best option to insure financial backing is to have

the School Board/Administration agree to a budgeted amount of money

for the School Forest program. Before approval, this budgeted amount

should be separated into areas such as site development, teaching

materials/resources, and transportation. Due to financial limitations

districts may not be willing to guarantee this amount of money to new,

underdeveloped school forest programs. If this is the case, other funding

options are possible. Transportation costs can be included in each

teacher's individual school year budget. This can often be utilized for

materials and resources if each teacher agrees to include one or two

desired things in their individual budget. Materials in the form of books,

magazines, or computer software can usually be purchased through the

librarian/library budget if requested early enough. Funding for small site

development ideas can be accomplished through grants and fundraising

which requires the time and effort of teachers as well as students. Major

building projects can happen if sufficient funds for materials can be

raised and the Wisconsin Conservation Corps agrees to contract.

Financial donations from community businesses and members can also

generate funds.

Curriculum: After careful review of five other school forest

programs, the committee unanimously determined that a district wide

environmental education scope and sequence (K-12) needs to be in

place before the school forest curriculum can successfully be written.

35

The school forest curriculum should provide hands-on learning

experiences in the outdoors which support and enhance the desired

outcomes in environmental education for that grade level in the district

scope and sequence.

Subproblem Two: To investigate other school forest EE programs and

evaluate elements for possible adoption/adaptation for the Berlin

school Forest.

Many school forest programs are limited in the amount of written

materials addressing scope and sequence and evaluation of learner

outcomes. Basic descriptions of the programs are available; however,

on site visits offer a much more meaningful experience as well as a visual

understanding of the site development ideas.

Subproblem Three: To develop an EE curriculum for the Berlin School

Forest encompassing EE committee support and commitment,

format development (scope and sequence), identification of

possible activities, and evaluation of the Berlin School Forest

program.

All districts have environmental education concepts infused into

their preexisting curriculums due to the state mandate; however, only a

few have K-12 Environmental Education Scope and Sequences. Before

a district begins to develope its own scope and sequence, the scope and

sequence for the Waupaca School District (developed in 1995) should

36

be reviewed. The Waupaca District from 1993 to 1995 reviewed

preexisting scope and sequences before writing what they felt was the

best conglomeration of the ones reviewed. Any district starting this

process can save many hours of work by reviewing this document.

Subproblem Four: To initiate implementation of the EE plan through

teacher inservice/training.

When inservicing teachers concerning the use of the school forest,

an on-site mandatory visit is strongly recommended. Many teachers who

may not be comfortable in the outdoors will benefit from the visit. Their

apprehensions, concerns, and questions can be answered first hand to

help relieve the stress of teaching outdoors for the first time. The

development of a school forest teaching assistant program can be a very

positive addition. Apprehensive teachers may be willing to use the

school forest facilities if they know that they will not be alone, having a

teaching assistant who is familiar with the forest for support. The

teaching assistant program also allows older student to get experience in

action skills as well as education. The school forest inservice should

include tours, demonstrations of activities, and scheduling guidelines to

educate the faculty on how to successfully integrate curriculum and

facilities.

37

REFERENCES CITED

Alexander, Phyllis, Ed. The Outdoor Classroom. Experiencing Nature in the Elementary Classroom. Indiana Department of Education, 1991.

Corcoran, Ellen. "Curriculum Development for Outdoor Learning." Journal of Environmental Education. 1976, 7(4): 55-61.

Dushane, Judy. "In-service Programs for Teachers in Northwestern Ohio." Journal of Environmental Education. 1974, 5(3): 12-14.

Euler, James S. Developing an Outdoor Education Program for Public Schools. ERIC Clearinghouse on Rural Education Council and Small Schools, 1981.

Miller, Lenore. Using the Outdoors to Enrich Learning. Centering On ... New York City Teacher Centers Consortium, NY, 1986.

Niedermeyer, Fred C. "A Checklist for Reviewing Environmental Education Programs." Journal of Environmental Education. 1992, 23(2): 46-50.

Tillis, Richard C. and David E. LaHart. "Teachers Teaching Teacherslnservice Training in Environmental Education." Journal of Teacher Education. 1974, 25(2): 160-162.

38

ADDITIONAL REFERENCES

NOT CITED

Cassens, Jennifer R. , Ed. Nature's Classroom: A Program Guide for Camps and Schools. American Camping Association, 1988.

Disinger, John F. Field Instruction in School Settings. ERIC/SMEAC Environmental Digest No. 1. Columbus, Ohio 1984.

Fleming, M. Lynette. Project WILD Evaluation Final Report of Field Test. Western Regional Environmental Education Council, July, 1983.

Gennaro, Eugene and others. "A Course in Winter Ecology at a Nature Center for Middle School Children and Their Parents." Journal of Environmental Education, 1983, 14(4):23-25.

Ham, Sam H. and others. "Back to Definitions in Environmental Education: The Case of Inland Northwest Camps." Journal of Environmental Education, 1985, 16(4):11-15.

Hanna, Glenda. Bridging the Gap: Linking Adventure and Environmental Education. In Proceedings of the International Conference and Workshop Summaries Book of the International Association for Experimental Education, 1991.

Hendee, John C. and Michael H. Brown. How Wilderness Experience Programs Facilitate Personal Growth: The Hendee/Brown Model. World Wilderness Congress, 1987.

Hopkins, Charles. "For $2 and Change -- Environmental Education Programs in Toronto." Nature Study. 1986, 39(2-3):25-27.

Howe, Robert W. and John F. Disinger. Resources for Educational Materials Related to Environmental Education K-12. ERIC/SMEAC Environmental Education Digest No. 4, 1989.

Hungerford, Harold R. An Environmental Education Approach to the Training of Elementary Teachers: A Teacher Education Programme. United Nations Educational, Scientific, and Cultural Organization, Paris, 1988.

39

McLean, Daniel D. Developing Mission Statements for Nature Centers." Journal of Environmental Education, 1983, 14(4): 19-22.

Miles, John C. "Teaching in Wilderness." Journal of Environmental Education, 1991, 22(4): 30-35.

Ryan, Chris. "The Effect of a Conservation Program of School Children's Attitudes Toward the Environment." Journal of Environmental Education. 1991, 22(4):30-35.

Sanchez, Juan A. "Environmental Education: The lnservice Experience." In Engelson, D. and J. Disinger. Preparing Classroom Teachers to be Environmental Educators, NAAEE, 1990, 91-96.

Schicker, Lisa. "Planning for Children and Wildlife Begins at Home." Journal of Environmental Education, 1988, 19(4):13-21.

Simmons, Deborah A. "Are We Meeting the Goal of Responsible Environmental Behavior: An Examination of Nature and Environmental Education Center Goals." Journal of Environmental Education, 1991, 22(3):16-21.

Smith, Bradley, F. and Vaughn, Phyllis W. ''The Role and Organization of Nature Centers in the United States." Environmental Education and Information, 1986, 5(2):58-61.

40

APPENDIX A

41

Description:

~@[i'a~cru ®@~@@a ~®i@rs~

Hunting Regulations

The Berlin School Forest is a managed 20 acre parcel of land located west of Berlin in the area known as Pine Bluff. The forest is dominated by red oak, and a prairie savanna exist at the higher elevations of the bluff. The prairie savanna contains numerous prairie species which bring value to the land. In 1994, biologists identified the presence of Lupine, a plant which hosts the endangered Karner Blue Butterfly. This fact protects the Berlin School Forest under the Federal Endangered Species Act, making unauthorized entry a federal offense. The property and the Karner Blue Butterflies are currently being managed by the Berlin School District along with the Department of Natural Resources.

Wildlife, which includes white-tailed deer and wild turkey, are also managed by the Department of Natural Resources. The Berlin School District agrees with the DNR that white-tailed deer need to be harvested in the Berlin School Forest to help control the size of the deer herd in the Pine Bluff area. Wild turkey populations are managed through the Department of Natural Resources permit system. Hunting of any other game species is prohibited. The Berlin School Forest is not a public hunting ground.

Application Process: The Berlin School District will issue permits to five deer hunters for

each of the two hunting seasons (archery and rifle), and five turkey hunters. Permits will be issued on an application process. The Berlin School District retains the right to refuse any applicant or revoke an issued permit. Applications for permits are due one month before the start of each hunting season. All applicants will be notified by mail pending the decisions of the Berlin School District. Applicants chosen to receive permits will agree to follow all guidelines set forth by the Berlin School District.

Berlin School Forest Hunting Guidelines:

1. All permitted hunters must follow the hunting regulations outlined by the Department of Natural Resources.

2. Hunters must report any game taken to the Berlin School Forest Manager for survey and record keeping purposes.

42

3. Hunters will abide to any area restrictions set forth by the Berlin School Forest Manager. Some parts of the Berlin School Forest will be off limits to hunters due to the presence of endangered species: plant and animal. The area restrictions will be presented when permits are issued.

4. No permanent tree stands or blinds are allowed. Any natural blinds must be constructed one week before riffle hunting and deconstructed at the end of the hunting season.

5. Guest or hunting parties are not allowed. Permits are issued to an individual.

6. Hunters are expected to pick up any litter they produce. Permits will be revoked if hunters fail to comply.

7. No motorized or wheeled vehicles are permitted. This includes snowmobiles and ATVs.

8. Alcohol and drugs are strictly prohibited on Berlin School District property. This includes tobacco products. This is a State law.

Thank you for your cooperation in keeping the Berlin School Forest a natural environment for all to enjoy.

Berlin School Forest Management Berlin Area School District Administration Berlin School District Environment Education Committee

43

fB3®W~~~ ~©~@@~ f'@W®®~ Hunting Application

Name:

Address:

Phone: Home Work

Season: (circle one) Archery Riffle Turkey * A separate form must be filled out for each season

Vehicle Des c ri pt ion: _____________________________________ _ Vehicle License Plate Number

*Vehicle which will be parked in the Berlin School Forest Lot

Rifle Description: Make _______ _ Model

DNR Hunting License Number:

Personal Description: Height ________________ _ Weig ht ________________ _ Hair Color ------Eye Color Sex __________________ _

Handicapping Conditions:

44

I hereby agree to follow all Berlin School Forest Hunting Regulations outlined by the Berlin Area School District.

Applicant Signature.: ________ _ Date: _______________ _

Please return forms to:

45

Berlin Area School District Berlin School Forest Manager 295 E. Marquette Street Berlin, WI 54923

®@U"□ ~[Ji) ®©~@@□ ~@[f@®il Wildlife Management Game Report

Hunter: ---------Species: (circle one) White-tailed Deer

Date of Kill: _______ _

Sex on the animal: (circle one)

# of antler points __ (males)

Approximate weight: ____ _

Any noticeable health concerns:

46

Male

Wild Turkey

Female

APPENDIX B

47

BERLIN SCHOOL FOREST

1995 - 1996

Patrick Arndt, School Forest Director Berlin Area School District

48

TABLE OF CONTENTS --------------------------------------------------------DEPARTMENT

School Forest Education Committee ECAEP Teaching Assistants Guidelines for School Forest Teaching Assistants

INSTRUCTIONAL FRAMEWORK Berlin School Forest Mission, Philosophy, and Goals Environmental Education Goals and Objectives Grade - Level Emphases on Environmental Education Objective

Categories Environmental Education Curriculum Objectives Learner Expectations K-6 School Forest Program Structure

FACILITY USAGE AND PROJECTIONS Student Usage Faculty Usage Community Usage The Next Five Years

49

DEPARTMENT

50

Berlin School Forest/Environmental Education Committee

CHAIR Patrick Arndt - Berlin School Forest Director

-Science Teacher, Berlin High School

MEMBERS Tim Eastlick - 4th Grade Teacher, Washington School Tim Cox - Science Teacher, Berlin High School Sylvia Goldin - 7th Grade Science Teacher, Clay Lamberton Middle

School Wendy Jacobson - 2nd Grade Teacher, Clay Lamberton Elementary

School Katie Kalupa - ECAEP Environmental Club President Ken Keenlance -Berlin High School Principal Lynn Mork -5th Grade Teacher, Clay Lamberton Middle School Patty Piotter - 3rd Grade Teacher, Washington School Jerry Runice -District Administrator Donna Schroeder - Kindergarten Teacher, Clay Lamberton Elementary

School Robert Sillanpaa - Elementary Supervisor Don Tincher - 4th Grade Teacher, Washington School Michelle Walker - Physical Education Teacher - Berlin High School Paula Wouts-Hanson - Art Teacher, Berlin High School

51

ECAEP TEACHING ASSISTANTS

The following high school ECAEP students were organized and instructed by Patrick Arndt to assist the teachers in lessons and help with the management of students when elementary and middle school students are taken to the Berlin School Forest.

Katie Kalupa - Student Chair: ECAEP President Erika Albright Charlie Beier Andy Chikowski Meg Coleman Katie Kalupa Lori Krueger Alex Koyen Janet Koyen Dan Petroszak Matt Reetz Angie Aesop Elizabeth Seaman Matt Shattuck Ryan Stobbe Heather Vetrone Matt Weisensal Jon Williams

52

GUIDELINES FOR SCHOOL FOREST TEACHING ASSISTANTS

1. Any individual that desires to serve as a teacher assistant at the Berlin School Forest must meet at least the following requirements:

A. Have completed a School Forest Leadership Course. B. Is currently an active ECAEP member. C. Have devoted at least ten hours of work time in/for the


2. School Forest Leadership Courses would be open to all ECAEP students in grades 9-12.

3. Individual teachers and/or principals may request and/or recruit specific individuals to serve as teacher assistants. Teacher assistants should be selected from the list of students who have completed the School Forest Leadership Course.

4. The School Forest Manager will be in charge of the tacher assistant program and must be informed of any specific requests for teacher assistants. The attendance office at the high school must be notified of all students who are going to serve as teacher assistants.

5. Enrollment in the School Forest Leadership Course does not guarantee that individual an opportunity to serve as a teacher assistant.

6. Teachers in charge of the class going to the School Forest have the right of final approval, or rejection, of individual teacher assistants.

7. The procedure for school and/or faculty approval for the absence required for teacher assisting will be determined by Berlin High School administration. Teacher assistant must have their absence approved by their classroom teachers.

53

8. The School Forest Manager will coordinate dates each class will be at the School Forest, the names of the teacher in charge, and the number of teaching assistants desired. Teachers requesting teacher assistants should contact the School Forest Manager two weeks prior to their school forest date.

9. Teachers are to send an evaluation of each teacher assistant to the School Forest Manager the week following the school forest visit. This constructive evaluation will be used to better the skills of the teaching assistant.

10. A student should usually not work as a teaching assistant more than once per semester.

11. Careful review by the School Forest Manager of the teacher/pupil/teacher assistant ratios should be made prior to the school forest visit.

12. Teachers should have a full and frank discussion with the teaching assistant as to their expectations. Teacher assistants should not be expected to perform up to the teacher's expectations unless these expectations have been explained carefully and completely to them.

13. Teacher assistants will assume their responsibilities better if they are treated as staff memebers. When they are treated like students, they tend to behave as students.

14. A meeting between the teacher and the teaching assistants prior to the school forest visit is recommended.

15. Too much free time for the teaching assistants is undesirable, as they become board and feel unneeded. Tehacer assistants should be expected to be involved in some minor teaching situations every day, but also need time to prepare themselves for this.

16. Teacher assistants are not permitted to drive vehicles to the School Forest.

17. Inappropriate performance by the teacher assistants will result in the teacher assistant being returned to Berlin High School immediately and the student will forfeit their future participation as a teaching assistant.

54

I, hereby agree to the following guidelines for participation as a Berlin School Forest Teaching Assistant.

Student Name Student Signature Date

I, hereby certify that the above student has completed the Berlin School Forest Leadership Course.

Berlin School Forest Manager Date

55

INSTRUCTIONAL FRAMEWORK

56

WELCOME TO THE BERLIN SCHOOL FOREST

MISSION

PROVIDING A UNIQUE ENVIRONMENT FOR INTERDISCIPLINARY LEARNING, LIFETIME OUTDOOR SKILLS, AND ENVIRONMENTAL RES PON SI Bl LITY

PHILOSOPHY

The BERLIN SCHOOL FOREST is a facility where principles of environment, regular curriculum, and outdoor skills can be implemented. We believe that the School Forest provides a unique structure for social interaction, peer-teaching, team work, and responsible leadership. The different environment, the outdoor classroom, first hand experience of the forest, the prairie, the seasonal changes and the distance from the schools provides an alternative to their home, school, and community.

GOALS

To enable students to be active participants in the maintenance or improvement of the environment.

To understand techniques that balance forestry, wildlife management, and recreational opportunities.

To accomplish a variety of learning objectives that are best taught by using the Berlin School Forest's unique environment and teacher's individual abilities.

57

ENVIRONMENTAL EDUCATION GOALS AND OBJECTIVES

Y2fil

The goal of environmental education in Berlin is to help students become environmentally knowledgeable, skilled, dedicated citizens who are willing to work, individually and collectively, toward achieving and maintaining a dynamic equilibrium between the quality of life and the quality of the environment.

Objectives

Because of the breadth and depth of environmental concepts and their dispersion throughout the curricula, categories of -- rather than specific -environmental education objectives are outlined below.

Awareness: Helping students acquire an awareness and sensitivity to the total environment and its porblems; develop the ability to perceive and discriminate among stimuli; process, refine, and extend these perceptions; and use this new ability in a variety of contexts.

Knowledge: Helping students acquire a basic understanding of how the environment functions, how people interact with the environment, and how issues and problems dealing with the environment arise and how they can be resolved.

Attitudes: Helping students acquire a set of values and feelings of concern for the environment and the motivation and commitment to participate in environmental maintenance and improvement,

Skills: Helping students acquire the skills needed to identify, investigate, and contribute to the resolution of environmental issues and problems.

Participation: Helping studnets acquire experience in using their acquired knowledge and skills is taking thoughtful, positive action toward the resolution fo environmental issues and problems.

58

Grade-Level Emphases on Environmental Education Objective Categories

Level

K-3

3-6

6-9

9-12

Major Emphasis

Awareness Attitudes

Knowledge Attitudes

Knowledge Skills Attitudes

Skills Participation Attitudes

59

Minor Emphasis

Knowledge Skills Participation

Awareness Skills Participation

Awareness Participation

Awareness Knowledge

BERLIN SCHOOL FOREST PROGRAM STRUCTURE

Recommended use:

Kindergarten - 1/2 day options (Fall or Spring)

1st - 1 day (Fall)

2nd - 1 day (Spring)

3rd - 2 days (Fall + Spring)

4th - 2 days (Fall + Spring)



7th - 3 days (Fall, Winter + Spring)

8th - 3 days (Fall, Winter + Spring)

9-12: Individual classes Recommended for Arts and Sciences Any season

60

NEW DIRECTIONS --------------------------------------------------------Within the past two years the Berlin School Forest has accomplished the following:

1. Completion of Berlin School Forest Handbook - Patrick Arndt 2. Completion of multiple use hiking trails - ECAEP Project 3. Developed new philosophy and mission statements - Patrick Arndt 4. Woodshed completed and stocked - ECAEP Project 5. Initiated development of a 1 O year forestry plan - Patrick Arndt and

DNR 6. Installed detailed trail system map - Simon Koch: Eagle Project 7. Installed trail identification posts - Simon Koch: Eagle Project 8. Structured booking procedure for teachers - Patrick Arndt 9. Tree identification nature trail - ECAEP Project 10. Fire Lane to Bluff Top Developed - Rick Franke: Community

Volunteer 11. Two Acre Prairie Savanna Restoration on Bluff Top - ECAEP Project 12. Lockable Gate to School Forest entrance - Scott Carlson: Eagle

Project 13. Succession Cage constructed - Scott Carlson: Eagle Project 14. Soil Profile Pit dug - Scott Carlson: Eagle Project 15. Deer, Turkey, and Small Game Hunting Guidelines - Patrick Arndt

GOALS FOR 1995-1996 --------------------------------------------------------1. The students will be provided greater opportunities for using the

School Forest as an educational resource that is planned and sequential.

a. Training faculty in Environmental Education b. Training and introducing faculty to the Berlin School

Forest c. Implementation of Berlin School Forest structure

61

2. The students will be provided access to a quality environment for learning.

a. Multiple use of trails b. Implementation of tree identification trail c. Implementation of 1 O year forestry plan d. Continued restoration of native prairie savanna and

subsequent trail developement

3. The students will better understand the community's impact on the environment.

a. Evaluate logging practices in the forest b. Examine historical prairie savanna destruction and its

effects

62

FACILITY USAGE AND

PROJECTIONS

63

STUDENT/FACUL TV/ COMMUNITY USAGE

--------------------------------------------------------Since 1990 -1994 school years, the Berlin School Forest was utilized by the following groups.

5 Environmental Science Classes (125 students)

ECAEP club (120 students)

Berlin Campfire Girls (1 O students)

1 elementary class (25 students)

4 Green Lake High School class (100 students)

Community members (25 individuals)

Hunters (15 individuals)

4th Graders Planting Trees (140 Students)

TOTAL 560 people

PROJECTIONS --------------------------------------------------------

(next 5 years)

A. Environmental Education Literacy K-12

B. Continue development of environmentally safe trails

C. Increase student (ECAEP) counselor training

D. Construct an environmental education facility/shelter

E. Full - time School Forest Instructor

64

APPENDIX C

65

Table of Contents

Forward

Health, First Aid, Safety Emergency Procedures Tick Bite and Lyme Disease Arachnid (Spider) Bites Heat Exhaustion Heat Stroke Hypothermia Large Wounds Blister

Policies, Rules, Procedures Outdoor Education Dangerous Weapons in the Schools Use of School Forest - Regulations Forest Procedures and Courtesies Scheduling Procedures Berlin School Forest Health and Medical Record Welcome to the School Forest Suggested Schedule Instructional Strategies

67

FOREWORD

Welcome to the Berlin School Forest. We hope your visit is an enjoyable one. As a multi-use property, the forest has become an excellent example of the Berlin community interacting with the environment. This handbook was designed to be helpful in enhancing your visit and contributing to the continued success of the School Forest.

Patrick Arndt Berlin School Forest Manager

68

HEAL TH, FIRST AID, SAFETY

EMERGENCY PROCEDURES FOR THE SCHOOL FOREST

Any injury or illness should be reported to the teacher or counselor immediately.

The first aid equipment at the Berlin School Forest is located in a box which will be provided to the teacher prior to the visit.

In handling a serious injury, where breathing in impaired, or where there is severe breeding, have one of the counselors call the ambulance and then the parents immediately, while administering the necessary first aid. The parents must call the ambulance, if (they want) the ambulance to come to the Berlin School Forest for their child.

When a student is unjured and the injury is of such a nature that is does not demand immediate medical attention, but is in your good judgement still considered a serious injury, call the parents and have them come out to the Berlin School Forest.

If the injury is of such a nature that broken bones are suspected, moving the student could possibly cause further complications, keep the student as warm and as comfortable as possible without moving him/her and call the ambulance and then the parents.

69

TICK BITE AND LYME DISEASE

Routine inspection of students after field trips should be done by staff and students. Any tick found can be potentially considered a cause of Lyme Disease. The nymph stage of the tick may be difficult to spot. Ticks do not fly or jump onto their hosts. They wait atop grasses and other vegetation until an animal/person brushes against them. Then they cling to the skin, fur or clothing.

What to DO

1. If a tick is moving along the skin, clothing, or loosely attached, use a tweesers or tissue to remove the tick as close to skin as possible. Avoid squeezing or breaking tick. Wear disposable gloves (available in the first aid box).

2. After removal, wash the area of the tick bite and your hands throughly with soap and water.

3. Notify parents and place the tick in a jar labeled with the time and date. Instruct parent(s) to save the tick for the doctor if symptoms of Lyme Disease develop. Treatment may not be recommended initially, however, parents should be advised to monitor the tick bite area for a rash or other related illness.

4. Refer parents to the Lyme Disease Clinic - Marshfield Clinic, (715) 387-5904, for further information.

What Not to Do

1. If tick is firmly attached or embedded, do not remove, but notify parents and refer to family physician, if necessary.

2. Do not use petroluem jelly, fingernail polish, alcohol or apply heat with a match or lighter. Studies indicate the these passive techniques are not effective.

3. Do not hanle the tick with bare hands.

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Signs and Symptoms of Lyme Disease

Lyme Disease typically progresses through three stages, depending upon how soon the disease is diagnosed and treated.

Stage 1:

Stage 2:

Stage 3:

A spreading rash (erythema chronicum migrans) -approximately 70% of the people who contract Lyme Disease develop a large red rash around the area of the tick bite. This rash usually appears within 3 to 32 days after a person is bitten by an infected tick.

-headache -chills -nausea -fever -aching joints -fatigue

Weeks or months after initial exposure: -painful joints, tendons, or muscles -complications involving the heart or nervous system

From one month to years after initial exposure, Arthritis is the most commonly recognized long-term sign.

ARACHNID BITES - (SPIDER BITES)

Spiders rarely bite humans. All spiders produce venom via fangs. Few are able to pierce skin or the venom is insufficiently toxic. A local tissue reaction occurs from most spider bites, and cool compresses to the area are the best form of treatment. Most spider bites are harmless.

There are only two types of spiders that are of any concern: the brown recluse and the black widow. Both types of bites need to by treated by a physician and should be referred as promptly as possible. Ice packs should be applied.

Brown Recluse Spider - (fawn to dark brown with fiddle - shaped mark on the head)

Signs and symptoms: -mild sting at time of bite -transient redness followed by a bleb or blister -mild to severe pain in 2-8 hours

71

-purple star-shaped area is 3-4 days -ulceration in 7-14 days -systemic reactions include: fever, malaise, restlessness, nausea,

vomitting, joint pain

Black Widow Spider - (recognized by red or orange hour-glass marking on underside, avoids light and bites in self-defense)

Signs and symptoms: -mild sting at time of bite -area becomes swollen, painful, and red -systemic reactions include: dizziness, weakness, and abdominal pain -may produce delirium, paralysis, convulsions, and death

Heat Exhaustion

Heat exhaustion occurs in persons working or playing in hot environments where air circulation may be poor and humidity high.

Signs

1. Weakness 2. Extreme fatigue 3. Dizziness 4. Heavy sweating 5. Pale skin 6. Headache 7. Nausea and vomitting 8. Muscle cramps, especially in the calves of legs

What to Do

1. Move the person to a cool place (air conditioned room/car or shady area).

2. Remove extra clothing and loosen clothing. 3. Lie student down and elevate feet 8-12 inches. 4. Give sips of water (1/2 class every 15 minutes for 1 hour). You may

use 1/4 tsp. salt to each glass of water. 5. If heat cramps occur, massage cramped muscles firmly until they relax. 6. Notify parents and administrator. 7. Recommed medical care if:

a. Symptoms persist more than one hour b. or worsen despite treatment c. or if include muscle cramps, vomitting, fainting or convulsions.

72

What Not to Do

1. Do not give beverages with alcohol or caffine.

HEAT STROKE

Heat stoke (sunstroke) is a medical emergency which occurs when extremely high temperatures overwhelm the body's heat control/sweating mechanism. High internal temperatures can cause brain damage and even death.

Signs

1. High temperature 2. Rapid and strong pulse 3. Skin is hot, dry and red 4. Headaches 5. Dizziness and nausea

What to Do

1. Call 911. 2. Take temperature, pulse, and respiration. 3. Move to cool place (air conditioning or fans). 4. Loosen clothing. 5. Apply cool compresses or sponge with tepid water. May spray with

water or pail of water. 6. Massage extremities and torso vigorously to promote circulation of

pooled blood. 7. Monitor temperatures and pulse every 1 O minutes. 8. Stop and dry student off if temperature falls below 102 F. 9. Notify parents and administrator.

What Not to Do

1. Do not give anything by mouth.

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HYPOTHERMIA

Prolonged exposure to cold outdoor temperatures and high winds, cold water or under heated rooms can lower body temperature.

Signs

1. Sensation of cold. 2. Drowsiness and weakness. 3. Low or no temperature recorded on standard thermometer. 4. Weak pulse and respirations. 5. Skin pale - blush. 6. Shivering or no shivering. 7. Mental confusion.

What to Do

1. Take temperature - if it registers, hypothermia may not be life threatening. It is a medical emergency if temperature is less than 90 or does not register on normal thermometer.

2. Take pulse and respirations. 3. Observe skin and consciousness. 4. Take student to warm room. 5. Remove any wet clothing. 6. Wrap in blankets, towels or use someone's body heat. 7. Offer small amounts of non-alcoholic fluids if conscious. 8. Notify parents and administrator. 9. If indicated by condition - call 911.

What Not to Do

1. Do not use hot water, heating pad or heat lamp.

74

LARGE WOUNDS

Spurting or pulsating blood flow indicates an artery has been severed. Steady blood flow indicated a vein has been severed.

What to Do

1. Apply direct pressure with gloved palm of hand or gauze compress over area for up to 15 minutes if necessary. If bleeding persists, do not remove old dressing, but reinforce with additional dressing over the top. 2. Elevate affected part if possible. 3. Use indirect pressure points (see diagram) if the above does not work. Pressure points are utilized MLy_ when absolutely necessary, as this stops blood flow to the entire limb. 4. Observe and treat for shock. 5. Call 911 if bleeding is profuse or difficult to control. 6. Notify parents and administrator. 7. Recommend stitches if:

a. it gaps open so edges do not come together. b. the edges are jagged. c. it is over a joint where movement of joint causes the cut to open. d. continues to bleed after direct pressure has been applied 5-1 O

minutes. e. in a place where scarring is undesirable (face).

Any cut which needs stitches should be taken care of as soon as possible. The longer you wait, the greater the risk of infection.

What Not to Do

1. Torniquets are only used as a last resort and only by medically trained personnel.

BLISTER

What to Do

1. Gently wash area or cool area by immersing in cold water (no ice) for 5-10 minutes.

2. Apply sterile pad. 3. Notify parent regarding student symptoms and service given.

75

What Not to Do

1. Do not open blister or remove dead skin. 2. Do not use butter or other ointments. 3. Do not put pressure on area.

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POLICIES, RULES, PROCEDURES

Listed below are the policies, procedures, and rules that are to be utilized while at the Berlin School Forests.

OUTDOOR EDUCATION

The Outdoor Education Program for the Berlin Area School District will be carried on at the Berlin School Forests.

The Board of Education shall be responsible for the care, control, and management of the Berlin School Forests.

There shall be an appointed Coordinator of Outdoor Education to establish schedules for use of the Berlin School Forests facilities and to assist the classroom teachers in curriculum development.

All equipment, supplies, and materials for the Berlin School Forests shall be purchased according to existing Board policies.

DANGEROUS WEAPONS IN THE SCHOOLS

No one shall possess a weapon on school property, school bus or at any school-related event. A weapon is defined as any object that be its design and/or use can cause bodily injury or property damage. In addition, no one may use any article to threaten or injure another person.

Exceptions to this policy are: 1) Weapons brougth to school for approved educational purposes in physical education class which will be supervised by the instructor in charge. In this case, weapons should be transported in cases and left in the physical education office before the school day begins. They should be picked up after school for transport home. IN NO SITUATION should weapons be stored in lockers. No weapons will be transported on the bus.

2) The use of weapons (guns, bows and arrows) will be authorized at the Berlin School Forests only during legal hunting seasons and in accordance with Wisconsin State Statutes on hunting.

IN NO CASE MAY AMMUNITION BE BROUGHT TO SCHOOL. All ammunition needed for physical education will be provided for resale in the class.

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Students violating the policy on possession of weapons and/or ammunition will be subject to disciplinary action, possible suspension and/or expulsion. In the case of possession, law enforcement officials will be notified.

USE OF SCHOOL FOREST

The Berlin School Forest's primary use and goal is for environmental education of the students of the Berlin Area School District. Recreational use by the public is encouraged if it does not disrupt the environment and is not in conflict with school use.

REGULATIONS

A. The School Forest facilities will be available for public use between the hours of 8:00 a.m. and 5:00 p.m. from November 1 through March 31 and 8:00 a.m. through 9:00 p.m. from April 1 through October 31. Use by the general public will be prohibited at other hours.

1. Exceptions will include groups from the Berlin Area School District who are doing after dark activities, organizations that have rented the facilities, or anyone obtaining special written authorization from school district officials.

2. Questions or concerns regarding use shall be directed to the Berlin School Forest Coordinator.

3. School classes and groups shall have first priority.

B. The use of motorized recreational vehicles on the Berlin School Forest properties is prohibited.

1. Motorized recreational vehicles include three-wheelers, fourwheelers, motorcycles, mopeds, snowmobiles, and bikes.

2. Any exceptions must be authorized, in writing, by school district officials.

C. Hunting will not be allowed when school or rental groups are on the property.

D. Any trail clearance and/or modifications are to be approved by the coordinator of the Berlin School Forest.

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E. Sledding, tubing, and snowboarding in the Berlin School Forest is prohibited.

F. Individuals utilizing the Berlin School Forest, including those who have rented the facilities, may not bring pets.

G. Rules and regulations of the Berlin Area School District apply at the Berlin School Forest. No smoking, use of drugs or alcoholic beverages, vandalism, or disorderly conduct will be permitted.

H. Campfires should be restricted to the fire pit unless other arrangements are approved by the Berlin School Forest Coordinator. During the DNR specified or school authorized fire bans, no burning will be allowed.

I. Parking at the Berlin School Forest by the public is not permitted unless authorized by Berlin School Forest Coordinator.

J. Violation of Berlin School Forest regulations will be subject to the laws, ordinances, and penalties of the city of Berlin, county of Green Lake, and the State of Wisconsin.

The Berlin School Forest Coordinator or any Berlin Teacher is the authorized person in charge of enforcing the Berlin School Forest policies.

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OUTDOOR

FOREST PROCEDURES AND COURTESIES

1. Students should be encouraged to respect the forest.

2. Do not litter; please pick up any litter you may find.

3. Never deface natural conditions and old relics such as old burned stumps, large ant hills, woodpecker nest, etc.

4. Do not take matches or lighters into the forest

5. Fires should be made only in the fire pit, and only under supervision of teachers and counselors.

6. Do not trespass on private property.

7. Do not cut any living trees for firewood.

8. Do stay on trails as much as possible.

9. No sliding whatsoever on ALL trails.

1 o. If you must take a sample, it should be a sample that is "down and brown". Never take a living sample (of flowers, mushrooms, tree leaves, etc.)

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SCHEDULING PROCEDURES --------------------------------------------------------CALL: Patrick Arndt, Berlin School Forest Manager

Berlin High School 361-2000

K-12 SCHEDULING

FALL (SEPTEMBER THROUGH NOVEMBER)

WINTER (DECEMBER THROUGH MARCH)

SPRING (APRIL THROUGH JUNE)

YEAR-ROUND (SEPTEMBER THROUGH JUNE)

When calling -- please specify

-number of students -grade level -counselors needed -times (leaving school, leaving the school forest)

Pat Arndt will take care of busses, ECAEP teaching assistants, and any questions you have dealing with the above.

A PERMISSION SLIP FOR EACH CHILD SHOULD BY CARRIED TO THE SCHOOL FOREST BY THE TEACHER (SEE FOLLOWING SHEET)

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Berlin School Forest Health & Medical Record

Name -------------Age __ _ (Last) Address

(First)

---------------Phone ------

State

Sex ----

City/Town, __________ _ ----Zip ____ _

Parent's Business Address ----------Phone _____ _ Parent's Business Address ----------Phone _____ _ Student's Personal Physician _________ _ Phone _____ _ Student's Personal Dentist, _________ _ Phone ------

If parents are not available in emergency, notify: Name________ Relationship ___ _ Phone ------Name________ Relationship ___ _ Phone _____ _

This health and medical record, including limitations indicated, is valid for participation in the Berlin School Forest program for this year. This form will be subject to review prior to going to the school forest.

Health History

Parents are to fill out this portion completely.

Is student subject to: (check if "Yes") __ Frequent colds

Sinus Trouble --Ear Trouble --

__ Constipation

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__ Fainting Spells __ Poison Ivy __ Stomach Upsets

--Seizures

Has student had: (Check if current) Asthma --

__ Diabetes Bronchitis --

__ Epilepsy

Has student had: (Check if current) __ Allergic reactions to:

Drugs __ Animals --Food __

__ Hay Fever __ Heart Trouble

Abscessed Ears --· __ Rheumatic Fever

__ Take Insulin On Medication --

--Other

Stings ______________ _

Any condition now requiring regular medication _____________ _ Name of medication ____________________ _

(The Berlin Area School District has a medication policy to be followed.)

Any restrictions of activity for medical reasons? Explain: _____________________ _

Immunization (give dates of last inoculation) __ Tetanus Toxoil __ Mumps __ Polio __ Dipth __ Measles __ German Measles

Any recent exposure to communicalbe disease?

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Parent Authorization

This health history is correct as fas as I know, and the person herein described has permission to engage in all prescribed activities, except as noted by me and the physician. If I cannot be reached immediately, I hereby authorize the school personnel to call or drive my child to the physician, dentist or hospital if a need for emergency care exists. An ambulance may be called is necessary. I further authorize emergency treatment to be initiated at Berlin Memorial Hospital. I do hereby indemnify and hold harmless the physicians, hospital, and other persons who act in reliance upon this authorization.

Date _______ _

Signature of Parent or Guardian

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WELCOME TO THE SCHOOL FOREST --------------------------------------------------------

MISSION

INSTRUCTING STUDENTS ON THE INTRICACIES OF THE SURROUNDING ENVIRONMENT, BOTH NON-LIVING AND LIVING.

PHILOSOPHY

ENVIRONMENTAL EDUCATION is making students aware of the intricacies of their surroundings so they may make responsible decisions and are committted to a global ethic. As inhabitants of the earth, we need to learn from the past, remedy the present, and invest in the future. As educators, we must help students, (the new citizens of the earth,) accepts their responsibilty to promote political changes that will insure quality of life (far beyond this generation.)

GOALS

The student will understand and realize that he/she is an active participant in the improvement of the environment or its destruction.

The student will realize that the quality of life will be determined only by his/her response to the environment.

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SUGGESTED SCHEDULE --------------------------------------------------------8:00 - 8:30

8:30 - 8:45

8:45

10:15

10:30 - 11 :30

11:30-12:15

12:15 - 2:00

2:00

2:30

Travel Time

Safety precautions and assignment of counselors Familiarize students with area and set physical limits and boundaries

Session I

Break and snack

Session II

Lunch (students bring their own sack lunch)

Session Ill

Forest Clean Up

Travel Back to School

A schedule is necessary for organization and accountability. Teacher counselor, and students should have a copy.

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INSTRUCTIONAL STRATEGIES --------------------------------------------------------* Use of the Berlin School Forest to become aware of the environment and how not to pollute or harm it.

* Have a reason for going to the Berlin School Forest, make certain students are made aware of your expectations and instructional purpose.

* Define the learning outcomes based on outdoor resources and activities that will result in the anticipated learning outcomes.

* Make pre-trip arrangements and prepare the students.

* Do not attempt to do things outdoors that could be better done indoors.

* Permit students some individual freedom to collect data and explore the area.

* Be flexible to the unexpected teachable moment.

* Prepare students for emergency procedures (accidents, fire, strangers, etc.)

OBJECTIVES

* To make classroom learning more meaningful through application of knowledge of the environment and practical outdoor experience.

* To encourage independent learning experiences and self-reliance.

* To stimulate planning for the wise use of leisure time and recreational skills.

* To enhace the accumulation of specific information and knowledge of natural phenomena.

* To gain an understanding and appreciation of the out-of-doors.

* To enable teachers to gain a better understanding of students through situations outside the classroom.

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* To give some students a chance to excel who may not have had a chance before.

* To gain a recognition of some of the common resources and to acquire an understanding as to what is involved in their wise use.

* To formulate problems, gain first hand facts and information about them and to use the problems and values gained in subsequent classroom situations.

* To develop student's knowledge and appreciation of the relationship of human to environment.

* To develop student's skills and motivation to learn how to learn.

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the development of a berlin school forest k-12

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